3. Describe how the Kacharis celebrate their festival during the time of Assamese Magh Bihu.

Although the Kacharis, the most numerous tribe of Assam, have similar customs like the Magh Bihu, they differ in certain features. Describe the manner in which the Kacharis celebrate their festival during the time of Assamese Magh Bihu.

Ans: Tribes of Assam are often recognized as the first inhabitants of the land who belong to various tribal groups. Among them, the Kacharis are the most numerous tribe of Assam, constituting a large part of the population of Assam. The Kacharis follow similar customs to those practised by the Assamese people during Magh Bihu. But they differ in certain aspects. Like the Assamese people, they also tie cords round fruit-bearing trees.

They offer rice to the flying, the sinking and moving—to birds, fishes and animals like dogs and pigs. Further, on the Domahi day, they put a mark of water mixed with cow-dung around their granary. On the seventh day of the Magh Bihu, the Kacharis again clean their utensils. They sacrifice fowl to Bathou, their god, and go out carol singing, collecting eatables. They call this custom ‘magan’ or begging.

Another noteworthy feature is that Kacharis consider the construction of the Bhelaghars and setting fire to them to be the exclusive privilege of cowherd boys. The boys burn the Bhelaghars before dawn, before the crows come out of their nests. The leading cowherd, accompanied by the other boys of the village, prays for the glory and prosperity of the village while setting fire to the Bhelaghar. Thus, the Kacharis celebrate their festival of Magh Bihu in a manner different from the Assamese Magh Bihu in certain customs.

Although the Kacharis, the most numerous tribe of Assam, have similar customs like the Magh Bihu, they differ in ce

rtain features.

Word meaning

| English Word | Assamese Meaning |

| ------------ | --------------------------- |

| Impression | ধাৰণা / অনুভৱ |

| Journey | যাত্ৰা |

| Landscape | প্ৰাকৃতিক দৃশ্য |

| Scenery | দৃশ্য / প্ৰাকৃতিক সৌন্দৰ্য |

| Province | প্ৰদেশ |

| Valley | উপত্যকা |

| Mountain | পৰ্বত |

| Hill | পাহাৰ |

| River | নদী |

| Stream | জুৰি / সৰু নদী |

| Forest | অৰণ্য |

| Tea garden | চাহ বাগিচা |

| Plantation | বাগিচা / ৰোপণ |

| Cultivation | খেতি / কৃষিকাৰ্য |

| Abundant | প্ৰচুৰ / যথেষ্ট |

| Fertile | উৰ্বৰ |

| Soil | মাটি |

| Climate | জলবায়ু |

| Pleasant | মনোৰম / সুখদায়ক |

| Beautiful | সুন্দৰ |

| Majestic | মহিমাময় / বিশাল very beautiful          

| Lush | সেউজীয়া আৰু ঘন |

| Verdant | সেউজীয়া |

| Exotic | বিদেশী / অদ্ভুত |

| Indigenous | থলুৱা |

| Tribe | জনজাতি |

| Inhabitant | বাসিন্দা |

| Population | জনসংখ্যা |

| Custom | ৰীতি-নীতি |

| Tradition | পৰম্পৰা |

| Culture | সংস্কৃতি |

| Hospitality | অতিথি-আপ্যায়ন |

| Prospect | সম্ভাৱনা / ভৱিষ্যৎ সম্ভাৱনা |

| Prosperity | সমৃদ্ধি |

| Industry | উদ্যোগ |

| Commerce | বাণিজ্য |

| Resource | সম্পদ |

| Mineral | খনিজ |

| Coal | কয়লা |

| Petroleum | খাৰুৱা তেল |

| Wildlife | বন্যপ্ৰাণী |

| Rhinoceros | গঁড় |

| Elephant | হাতী |

| Deer | হৰিণ |

| Curious | কৌতূহলী |

| Astonished | আচৰিত |

| Fascinating | আকৰ্ষণীয় / মনোমোহা |

| Remarkable | উল্লেখযোগ্য |

| Splendid | অতি সুন্দৰ / চমৎকাৰ |

| Vast | বিশাল / বিস্তৃত |

| Remote | দুৰ্গম / দূৰৱৰ্তী |

| Ancient | প্ৰাচীন |

| Historical | ঐতিহাসিক |

| Observe | লক্ষ্য কৰা / পৰ্যবেক্ষণ কৰা |

| Admire | প্ৰশংসা কৰা |

| Explore | অনুসন্ধান কৰা |

| Describe | বৰ্ণনা কৰা |

| Remark | মন্তব্য কৰা |

| Experience | অভিজ্ঞতা |

| Memory | স্মৃতি |

| Wonderful | আচৰিত / মনোমোহা |

| Attractive | আকৰ্ষণীয় |

| Peaceful | শান্তিপূৰ্ণ |

| Prosperous | সমৃদ্ধিশালী |

| English Word | Assamese Meaning |

| ------------------- | ------------------------------- |

| **Eminent** | বিশিষ্ট / প্ৰখ্যাত |

| **Anthropologist** | নৃতত্ত্ববিদ |

| **Tribal** | জনজাতীয় |

| **Deep** | গভীৰ |

| **Concern** | চিন্তা / উদ্বেগ |

| **Region** | অঞ্চল |

| **Acknowledgement** | স্বীকৃতি / স্বীকাৰোক্তি |

| **Fortnight** | পষেক / দুসপ্তাহ |

| **Quarter** | চতুৰ্থাংশ / এক-চতুৰ্থাংশ |

| **Perhaps** | হয়তো / সম্ভৱতঃ |

| **Unconventional** | গতানুগতিক নহয় / প্ৰচলিত নোহোৱা |

| **Travellers** | যাত্ৰী / ভ্ৰমণকাৰী |

| **Enchantment** | মোহ / মুগ্ধতা |

| **Intoxicated** | মতলীয়া / মুগ্ধ |

| **Grace** | সৌন্দৰ্য / কৃপা |

| **Charm** | আকৰ্ষণ / মোহ |

| **Courtesy** | সৌজন্য / ভদ্ৰতা |

| **Chap** | লোক / মানুহ / যুৱক |

| **Tradition** | পৰম্পৰা |

| **Hospitality** | আতিথেয়তা |

| **Precious** | মূল্যৱান / অমূল্য |

| **Unhappily** | দুৰ্ভাগ্যবশতঃ / অসুখীভাৱে |

| **Rivalry** | প্ৰতিদ্বন্দ্বিতা |

| **Excited** | উত্তেজিত / উৎসাহিত |

| **Dubious** | সন্দেহজনক / সন্দিহান |

| **Privilege** | বিশেষাধিকাৰ / সুবিধা |

| **Chased** | খেদি গ'ল / পিছে পিছে খেদিলে |

| **Struck** | আঘাত কৰিলে / আঘাতপ্ৰাপ্ত |

| **Poaching** | অবৈধভাৱে বন্যপ্ৰাণী চিকাৰ |

| **Readily** | সহজে / সানন্দে |

| **Carnivorous** | মাংসভোজী |

| **Wedded** | বিবাহিত / বিবাহ কৰা |

| **Creature** | জীৱ / প্ৰাণী |

| **Formidable** | ভয়ংকৰ / শক্তিশালী |

| **Graphic** | চিত্ৰময় / স্পষ্ট আৰু জীৱন্ত |

| **Trouble** | সমস্যা / অসুবিধা |

| **Disappeared** | অদৃশ্য হ'ল / নোহোৱা হৈ গ'ল |

**Note:** *Anthropologist* = **নৃতত্ত্ববিদ**, অৰ্থাৎ মানুহৰ সমাজ, সংস্কৃতি আৰু জীৱন-ধাৰা অধ্যয়ন কৰা ব্যক্তি।

Summary

The Ailing Planet: The Green Movement’s 

By Nani Palkhivala**

Introduction:

The Ailing Planet is an article about the environmental crisis facing our Earth.

*The writer says that the Earth is like a sick patient and needs immediate care.

Human activities have caused serious damage to nature.

1. The Earth is in danger:

The Earth is suffering because of pollution, deforestation, population growth and overuse of natural resources.Humans have taken too much from nature without thinking about the future.

2. The Green Movement:

The Green Movement began in the 1970s.

   Its main aim is to protect the environment and natural resources.

   It made people aware that humans must live in harmony with nature.

3. Sustainable development:

   * Development should not destroy the environment.

   * We should use natural resources carefully so that **future generations can also use them**.

   * This idea is called **sustainable development**.

4. **The Earth as a living system**

   * The Earth is not just a collection of resources.

   * All living things are connected to one another.

   * Damage to one part of nature can affect the entire ecological system.

5. **The four principal biological systems**

   * The writer mentions four major biological systems:

     * **Fisheries**

     * **Forests**

     * **Grasslands**

     * **Croplands**

   * These systems provide food and other resources to humans.

   * They are being damaged because of overuse and population pressure.

6. **Deforestation**

   * Forests are being destroyed rapidly.

   * Deforestation causes **soil erosion, loss of wildlife and changes in climate**.

   * Forests must be protected and restored.

7. **Population growth**

   * Rapid population growth puts great pressure on natural resources.

   * More people require more **food, water, land and energy**.

   * Therefore, population control and proper planning are important.

8. **Need for environmental awareness**

   * People must understand their responsibility towards nature.

   * Governments, organisations and individuals should work together to protect the environment.

9. **Role of education**

   * Education can create awareness about environmental protection.

   * People should learn to use resources responsibly.

10. **The message of the chapter**

* Humans are only **one part of nature**, not its master.

* We must protect the Earth before the damage becomes irreversible.

* The future of humanity depends on how responsibly we treat our planet.

### **Conclusion**

The chapter gives a strong message that **the Earth needs care and protection**. Human beings must stop overusing natural resources and follow **sustainable development**. We should protect forests, w

ildlife, water, soil and other natural resources for **future generations**.

Revision

 

Fill in the blanks with appropriate prepositions:

1. He has been suffering ________ fever for three days.

2. The teacher was pleased ________ the student's performance.

3. She is senior ________ me by two years.

4. The train arrived ________ the station just before noon.

5. He is very fond ________ classical music.

6. The villagers were deprived ________ clean drinking water.

7. We should not be careless ________ our duties.

8. The boy jumped ________ the river to save his friend.

B. Narration 

Change the form of narration:

9. The teacher said to the student, “Why are you wasting your time? You should prepare well for the examination.”

10. Rina asked her brother if he had completed the assignment. He replied that he had finished it the previous night.

#C. Tense — 5 Questions

*Rewrite the following sentences using the verbs given in brackets in their correct tense forms:

11. She ________ (read) a novel when I entered her room.

12. We ________ (live) in this town since 2015.

13. The train ________ (leave) before we reached the station.

14. If you ________ (work) hard, you will certainly succeed.

15. He usually ________ (go) to school by bus, but today he ________ (walk) to school.

 D. Voice Change — 5 Questions

Change the voice of the following sentences:

16. The students have completed the project.

17. Who broke the classroom window?

18. The police arrested the thief yesterday.

19. Please open the door.

20. The workers are repairing the road.

Narration

 The boys exclaimed in joy that they had all passed the test and that they would celebrate their success the next day.

Alexander said to Porus, “How do you desire to be treated?”He answered, “Like a king.”

The customer inquired if he could get a garden roller in that shop. The assistant respectfully replied that he would get it in the hardware department.

Reena said to the boy, “What’s the matter? Why are you crying? Be cheerful.”

The lady said to the salesman, “What is the price of this Barbie doll?”

The salesman said to her, “It is a bit expensive. But I can give it to you at a 20 per cent discount.”

Rajmi asked her friends if they were ready to go with her. They wanted to know what her intention was.

I said to him, “How long will you stay?”

He replied, “For five days.”

He said to me, “When will you go to Delhi? I shall send my brother with you.”

Answer

2.  The poet looks outside the car to distract herself from the painful thought of her mother’s old age. The lively trees and happy children represent youth and life, which contrast with her mother’s weakness.

3. The poet smiles to hide her fear and sadness from her mother. She does not want to make her mother worried. Her words “see you soon” show her hope that they will meet again.

4. The young trees appear active, fresh and full of life, while the poet’s mother is old, pale and weak. This contrast highlights the difference between youth and old age and increases the poet’s fear of separation.

6. The poem shows that ageing is a natural process, but it can create fear and sadness. People may accept ageing, yet they still fear losing their loved ones and facing separation from them.

7. Neruda asks people to remain silent for a short time so that they can stop their busy activities and think peacefully. He wants people to understand themselves, others and the world better.

8.Keeping quiet gives people time to think about their actions, feelings and mistakes. It can help them understand themselves better and make peaceful decisions instead of acting quickly or creating unnecessary conflicts.

9. The poet wants people to stop harming nature because human greed and violence destroy the environment and other living beings. He believes that a peaceful pause can help people understand the importance of protecting nature

10.“Counting up to twelve” means taking a short pause from our busy activities and remaining silent. The poet chooses twelve because it may represent the twelve hours of a clock or the twelve months of a year, suggesting a universal and complete cycle of life.

In My Mother at Sixty-Six, silence expresses the poet’s fear, sadness and helplessness about her mother’s ageing. In Keeping Quiet, silence is a voluntary pause for self-reflection, peace and better understanding of life.

Question

 Why does the poet compare her mother’s face to “a late winter’s moon”? What does this comparison suggest?

Why does the poet look outside the car after noticing her mother’s condition? What does this reveal about her feelings?

The poet smiles and says “see you soon, Amma” although she is deeply afraid. Why does she do so?

How does the image of young trees “sprinting” contrast with the poet’s mother? What idea does this contrast convey?

Why is the fear of separation from her mother still present in the poet’s mind despite being an adult?

What does the poem suggest about the relationship between ageing and the fear of losing loved ones?

Why does Pablo Neruda ask everyone to “keep still” and “not speak”? Does he mean complete inactivity? Explain.

How can keeping quiet for a moment help human beings understand themselves better?

Why does the poet want people to stop harming nature and other living beings? What larger message does this convey?

What does the poet mean by “counting up to twelve”? Why do you think he chooses this number?

How does the poem distinguish between “stillness” and “death”? Why is this distinction important?

Both poems deal with silence, but in very different ways. How is the silence in My Mother at Sixty-Six different from the silence suggested in Keeping Quiet?

“Fear of loss can make people hide their true emotions.” How is this idea reflected in My Mother at Sixty-Six?

“A moment of pause can lead to greater understanding.” How does this idea connect with Keeping Quiet?

Both Kamala Das and Pablo Neruda ask readers to look beyond ordinary appearances. Explain with reference to the two poems.

Class test

 

# CLASS XII – ENGLISH

**Time:** 30 Minutes

**Full Marks:** 20

### A. Change the Voice of the following sentences:

**1 × 10 = 10**

1. The teacher praised the boy.

2. Who wrote the Ramayana?

3. They are repairing the road.

4. We should not waste our time.

5. Have they completed the work?

6. Please give me some more time.

7. The coach is training the players.

8. Why did nobody inform me about the change?

9. Let the door be opened.

10. He will be forgotten in a few years.

### B. Rewrite the following sentences using the verbs given in brackets in their correct tense forms:

**1 × 10 = 10**

11. I _______ him yesterday. *(meet)*

12. She _______ in this school since 2020. *(teach)*

13. When I reached the station, the train _______. *(leave)*

14. He _______ a letter now. *(write)*

15. Ice _______ on water. *(float)*

16. We _______ our homework before the teacher came. *(finish)*

17. I _______ for you since morning. *(wait)*

18. If I _______ you, I would not do that. *(be)*

19. They _______ the match last Sunday. *(win)*

20. She _______ home when we met her. *(go)*

1. The boy was praised by the teacher.

2. By whom was the Ramayana written?

3. The road is being repaired by them.

4. Our time should not be wasted.

5. Has the work been completed by them?

6. You are requested to give me some more time.

7. The players are being trained by the coach.

8. Why was I not informed about the change?

9. Open the door.

10.People will forget him in a few years.

11. met

12. has been teaching

13. had left

14. is writing

15. floats

16. had finished

17. have been waiting

18. were

19. won

20. was going

Letter writing

 

You are Selim/Surabhi. Write a letter to the Editor of 'The Sentinel' drawing the

attention of the authorities to the frequent violation of traffic rules in your locality. 

To

The Editor,

The Sentinel,

Guwahati.

Subject: Frequent violation of traffic rules in our locality

Sir,

Through the columns of your esteemed daily, I would like to draw the attention of the concerned authorities to the frequent violation of traffic rules in our locality.

In our area, drivers often ignore traffic signals, overspeed, and even drive on the wrong side of the road. Many two-wheelers are seen without helmets, and auto-rickshaws carry more passengers than allowed. Such careless behavior not only causes traffic jams but also puts the lives of people at great risk. 

I therefore request the authorities to take strict action against offenders, increase police patrolling, and spread awareness about road safety. This will help in maintaining discipline and preventing accidents.

Yours faithfully,

Selim/Surabhi

To

The Editor

[Name of Newspaper]

[City]

Subject: [Write the subject here]

Sir/Madam,

Through the columns of your esteemed newspaper, I would like to draw the kind attention of the concerned authorities towards [state the issue briefly]. The problem has become serious in our area and is causing great trouble to the people. [Write 2–3 simple sentences about the problem and its effects.]

Therefore, I request the authorities to take immediate steps to solve this issue for the benefit of the public. I also hope the newspaper will highlight this matter strongly.

Thanking you,

Yours faithfully,

[Your Name]

[Address]

[Date]

Q. Your are Nimisha/ Nayan of North lokhimpur. You are interested in doing a short term course in computer programming. Write a letter to the director of third Eye. Guwahati, enquiring about the duration and other necessary information for admission.

To

The Director

Third Eye

Guwahati

Subject: Inquiry Regarding Short-Term Computer Programming Course

Respected Sir/Madam,

My name is Nimisha/Nayan from North Lakhimpur. I am interested in joining your short-term computer programming course.

 I request you to kindly provide the following information:

1. The duration of the course

2. Admission requirements

3. Fees and other necessary details

4. Starting date of the next batch

5. Is the certificate government recognised?

I shall be thankful if you provide the above information so that I can plan for admission.

Sincerely,

Nimisha / Nayan

 Q. You are Rahima/ Binoy. You want to study

Bachelor of Mass Communication (BMC) under

Krishna Kanta Hadique State Open University

(KKHSOU), Guwahati. Write a formal letter to the registrar of KKHSOU to get necessary information about the course, duration of the course, fee structure, mode of learning, evaluation, etc.

Answer: 

To

The Register 

Krishna Kanta Handique State Open University

Guwahati

Sub: Request for Detailed Information Regarding the Bachelor of Mass Communication Programme. 

Sir,

I have appeared in the HS Arts Examination this year and want to join the Bachelor of Mass Communication (BMC) course. I request you to kindly provide the following information:

1. Duration of the course

2. Requirements and eligibility for admission

3. Mode of teaching

4. How the evaluation is done

5. Total yearly fees

6. Whether the degree is valid like other universities

I shall be grateful if you give me these details so that I can join the course.

Thanking you.

Yours faithfully,

(Your Name)

(Your Address)

Answer

 Here are the answers in **simple, exam-friendly language**:

1. **Who was Rajkumar Shukla?**

   Rajkumar Shukla was a poor peasant from Champaran.

2. **Who is the author of *Memories of Chota Sahib*?**

   The author is **John Rowntree**.

3. **Why did Shukla want Gandhi to visit Champaran?**

   Shukla wanted Gandhi to help the poor peasants of Champaran who were being exploited by British landlords.

4. **Who was J. B. Kripalani?**

   J. B. Kripalani was a **professor at the Arts College in Muzzafarpur** and a supporter of Gandhi.

5. **What was Saheb’s full name?**

   Saheb’s full name was **Saheb-e-Alam**.

6. **What did Mukesh want to become?**

   Mukesh wanted to become a **motor mechanic**.

7. **Where did Saheb live?**

   Saheb lived  in Seemapuri, Delhi**.

8. **Who is John Rowntree?**

   John Rowntree was the **author of *Memories of Chota Sahib***.

9. **Give an example of *Ficus elastica* found in Assam.**

   **Rubber fig trees (Ficus elastica)** are found in Assam, especially around **Nameri and other forest regions**.

10. **At what season was the North Bank of Kamrup District affected by malaria?**

    The North Bank of Kamrup District was affected by malaria during the **rainy season**.

11. **Who is the author of *Lost Spring*?**

    **Anees Jung** is the author of *Lost Spring*.

12. **At what time of the year was the North Bank ‘delightful’?**

    The North Bank was delightful during the **winter season**.

13. **What did Gandhi consider more important than the refund?**

    Gandhi considered **the peasants' courage and self-respect** more important than the refund.

14. **What amount was refunded to the peasants by the landlords?**

    The landlords agreed to refund **25% of the money** to the peasants.

15. **Who is the author of *Indigo*?**

    **Louis Fischer** is the author of *Indigo*.

16. **Where did Saheb get a job?**

    Saheb got a job at a **tea stall**.

17. **What work did Mukesh’s family do?**

    Mukesh’s family worked as **bangle makers** in Firozabad.

18. **What animals did the author discover in Peacock Island?**

    The author discovered **monkey** on Peacock Island.

19. **“Sometimes we had unusual visitors.” Who were these unusual visitors?**

    The unusual visitors were **wild animals, especially tiger that sometimes came near the author’s bungalow.

20. **What was the favourite site for the Governor’s Christmas camps?**

    Rivers' Bank

Class Test

 1. Who was Rajkumar Shukla?

2. Who is the author of Memories of Chota Sahib?

3. Why did Shukla want Gandhi to visit Champaran?

4. Who was J.B. Kripalani?

5. What was Saheb’s full name?

6. What did Mukesh want to become?

7. Where did Saheb live?

8. Who is John Rowntree? 

9. Give an example of Ficus elastics found in Assam.

10. At what season was the North Bank of Kamrup District affected by malaria? 

11. Who is the author of Lost Spring?

12. At what time of the year was the North Bank ‘delightful”? 

13. What did Gandhi consider more important than the refund?

14. What amount was refunded to the peasants by the landlords?

15. Who is the author of Indigo?

16. Where did Saheb get a job?

17. What work did Mukesh’s family do?

18. What animals did the author discover in Peacock Island? 

19. "Sometimes we had unusual visitors". Who were these unusual visitors? 

20. What was the favourite site for the Governor's Christmas camps?